THE EFFECT OF BIOLOGY PRACTICAL ACTIVITIES ON STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS

This study examined the effect of biology practical activities on students’ academic performance in secondary schools in Kwale, Ndokwa West Local Government Area of Delta State. This study was prompted by the persistent low performance of students in Biology, often attributed to inadequate exposure to practical work and poor laboratory facilities. Four research questions guided the study, focusing on the extent of biology practical implementation, its influence on students’ academic performance, the challenges hindering effective practical teaching, and the strategies that can enhance practical-based learning. The population comprised all senior secondary school students and biology teachers in selected public and private schools in Kwale. A sample of students and teachers was drawn using stratified random sampling. Data were collected using a structured questionnaire titled Biology Practical and Academic Performance Questionnaire (BPAPQ), which was validated by experts in Science Education and Measurement and Evaluation. The reliability of the instrument was established using Cronbach’s alpha method, yielding a coefficient of 0.78, indicating high internal consistency. The collected data were analyzed using descriptive statistics, such as frequency, mean, and standard deviation. The findings revealed that biology practical lessons are not conducted regularly in most secondary schools in Kwale. The study also showed that biology practical activities have a significant positive effect on students’ academic performance by improving their understanding, interest, and retention of knowledge. However, major challenges include inadequate laboratory facilities, poor funding, large class sizes, and limited instructional time. Respondents suggested strategies such as the provision of well-equipped laboratories, increased government funding, regular teacher training, and the inclusion of practical lessons in weekly plans to enhance effective biology teaching and learning. The study concluded that active engagement in biology practicals significantly enhances students’ academic achievement, but the potential benefits are hindered by infrastructural and financial constraints. Therefore, it is recommended that government agencies, school administrators, and teachers collaborate to strengthen laboratory infrastructure, provide adequate resources, and ensure the consistent implementation of practical activities across schools.